Monday, April 9, 2012
Miriam, who blogs over at Meatless Meals for Meat-eaters has a very easy to use and sure to please any appetite cookbook!
I had a chance to look at some of the recipes and make a plan to try them the next weekend. Fortunately, my daughter also came home at that time and she loves to cook! We tried several of the recipes and I can say that they are easy to follow and make which is really important many days. They also are very tasty. I have a son who is very picky about textures and tastes and he liked every recipe that was made!
So what did we make?
Banana Berry French Toast
This was so good. You can use any berries you have on hand (cranberries were a bit tart but they were still so good!) Definitely a keeper of a recipe.
Chickpea, Broccoli, and Quinoa Casserole
This was tasty and my son loved it. Very filling and the leftovers did not last long! I can see many other grains being substituted if you need to in a pinch.
Cream of Cauliflower and Potato Soup and Chinese Cashew Vegetable Stir-fry
This was a great meal on a day it turned cold again! The soup has a great taste and so easy to make. I took the leftovers for lunch the next day. My daughter made the soup and it was so easy. I had to make the stir fry as well (had ingredients that needed used.) I am glad I did. The leftovers were just as good later as they were the day it was made.
This is a great book for those looking for more Meatless meals or for those who are not quite sure where to begin on their Meatless journey!
Thursday, November 24, 2011
That's when I realized my tracking had veered seriously off track. Gary Wolf, co-founder of a user's group called Quantified Self, had warned me this might happen. "The magic is not in how many numbers you collect or how devoted you are to collecting them," he told me over the phone. "The secret is using the data in a meaningful way." Tracking, he explained, should help you reach your goals, not be a goal unto itself. Not only had I lost sight of this, but I had crossed the line into obsession.
"The magic is not in how many numbers you collect or how devoted you are to collecting them, the secret is using the data in a meaningful way." Tracking...should help you reach your goals, not be a goal unto itself.
Saturday, November 19, 2011
She has outlasted more than a dozen schools chancellors, who made what she described as “little changes here and there,” and watched a student body dominated by the children of Italian immigrants transform into one that is 45 percent Asian-American and 18 percent Hispanic.
But as the city embarks on an overhaul of its middle schools, Mrs. Brennan believes that what works remains the same. Consistent rules and consequences. A dedicated, hard-working staff. A calendar stuffed with activities like a Shakespeare fair and an annual musical. Sincere care for your charges.
All they need is for good people to look the other way. And a cult of authority that never challenges...
Tuesday, December 28, 2010
In 1988, a cloud scientist named Nancy Knight (at the National Center for Atmospheric Research—let’s not defund it) took a plane up into the clouds over Wisconsin and found two simple but identical snow crystals, hexagonal prisms, each as like the other as one twin to another, as Cole Sprouse is like Dylan Sprouse. Snowflakes, it seems, are not only alike; they usually start out more or less the same.
Yet if this notion threatens to be depressing—with the suggestion that only the happy eye of nineteenth-century optimism saw special individuality here—one last burst of searching and learning puts a brighter seasonal spin on things. “As a snowflake falls, it tumbles through many different environments,” an Australian science writer named Karl Kruszelnicki explains. “So the snowflake that you see on the ground is deeply affected by the different temperatures, humidities, velocities, turbulences, etc, that it has experienced on the way.” Snowflakes start off all alike; their different shapes are owed to their different lives.
Tuesday, December 21, 2010
"Whatever you think of WikiLeaks, they have not been charged with a crime, let alone indicted or convicted. Yet look what has happened to them. They have been removed from Internet … their funds have been frozen … media figures and politicians have called for their assassination and to be labeled a terrorist organization. What is really going on here is a war over control of the Internet, and whether or not the Internet can actually serve its ultimate purpose—which is to allow citizens to band together and democratize the checks on the world’s most powerful factions," – Glenn Greenwald.
I charge that many need to learn to critically think and separate out issues first. There is more than one issue in regards to Wikileaks. I for one agree that transparency brings to light practices that need to be stopped. The world has the right to know these. For those that do not like Wikileaks publishing material it receives, this type of activity will not stop.
From the post:
But by 10th grade, being a good reader no longer means being a good decoder. Most kids are good decoders by this time. Instead, reading tests emphasize comprehension, and comprehension is mostly driven by prior knowledge–knowing a little bit about the subject matter at hand. (I’ve emphasized the importance of prior knowledge in reading here and here.)
All that time spent on decoding in the early grades, (and time not spent on history, geography, science, music, art, etc.) comes back to haunt kids in 10th grade and beyond.
According to Willingham, “a parallel phenomenon is happening in math” where we push drilling rudimentary algorithms at the expense of understanding mathematical concepts.
In the end, he comes to the very logical conclusion that, if we expect high school students to do well in those international comparisons, “the work must begin in early elementary school”.
This part really cuts to the heart:
The fundamental, ignored problem? Poverty. Again, since we cannot discuss what is really important, because we are afraid to look in in the eye and ask ourselves the toughest questions about what we believe, look at what we are choosing to value instead.
Standardized, subject-matter tests are worse than a waste. We’re spending billions of dollars and instructional hours on a tool that measures one thought process to the neglect of all others, wreaks havoc on the minds and emotions of teachers and learners, and diverts attention from a fundamental, ignored problem.
That problem? Longshoreman and college professor Eric Hoffer summed it up a lifetime ago. Because the world is dynamic, the future belongs not to the learned but to learners.
Read that sentence again. Then read it again. Even if standardized tests didn’t cost billions, even if they yielded something that teachers didn’t already know, even if they hadn’t narrowed the curriculum down to joke level, even if they weren’t the main generators of educational drivel, even if they weren’t driving the best teachers out of the profession, they should be abandoned because they measure the wrong thing.
The future belongs not to the learned but to learners. American education isn’t designed to produce learners, and the proof of that contention is the standardized test.
America’s system of education is designed to clone the learned. And motivated either by ignorance or greed, the wealthy and powerful, using educationally naïve celebrities as fronts, are spending obscene amounts of money to convince politicians, pundits, policymakers, and the public that this is a good and necessary thing.
Thus far, they’ve been wildly successful. If they’re not stopped, those now sitting in our classrooms won’t just witness America’s descent into Third World status, they’ll accelerate it.
Tuesday, December 7, 2010
"Throughout the world, the full picture of any nation's schools reflects the social realities of that country; when schools appear to be failures, the facts show that social failures (the conditions of children's lives outside of school) are driving the educational data. And we will certainly never address these social failures – and the truth about our schools – if political leaders and media voices refuse even to say the word 'poverty', while promoting simplistic manipulation of data." And I would add that much of the churn around 'school reform' is deflection in an attempt to avoid dealing with poverty and social equity.
So, when will we critically think issues and stop focusing on band-aid reforms and pointing fingers?